The Department of Education (DepEd) has called for the identification and nomination of exemplary teachers who have made significant contributions to the implementation of the Indigenous Peoples Education (IPEd) Program in public schools.
The initiative comes as School Year 2026–2027 marks the tenth year of school-level implementation of the IPEd Program. As part of the celebration of World Teachers’ Day and the culmination of National Teachers Month on October 5, 2026, DepEd plans to recognize 10 teachers who have demonstrated outstanding commitment to Indigenous Peoples Education.
The recognition is intended to highlight teachers who have helped make education more inclusive, culturally responsive, equitable, and meaningful for Indigenous Peoples learners.
DepEd Requests Regional Offices to Nominate Two Teachers
Under the September 10, 2026 issuance, DepEd Regional Offices are requested to initiate the identification process and nominate two teachers who meet the prescribed criteria.
The deadline for the nomination process is September 21, 2026.
DepEd said that further details and the official nomination forms will be provided through a subsequent issuance.
This means teachers and schools involved in IPEd implementation should closely coordinate with their respective Schools Division Offices and Regional Offices for additional instructions, documentary requirements, and submission procedures.
The recognition is particularly significant because it highlights the work of teachers who have supported IPEd not only through classroom instruction but also through the development of culturally relevant learning resources, collaboration with Indigenous communities, and participation in IPEd-related training and activities.
Who Can Be Nominated for the IPEd Teacher Recognition?
The criteria provide specific requirements that nominees must meet.
First, the nominee must be a permanent teacher who has been involved in the school-level implementation of the IPEd Program for at least eight years between SY 2017–2018 and SY 2026–2027.
The eight years do not necessarily have to be consecutive. The teacher may also have served in different schools implementing the IPEd Program.
This requirement recognizes teachers who have demonstrated sustained involvement in Indigenous Peoples Education throughout much of its first decade of school-level implementation.
Experience in Schools Facing Socio-Economic and Geographical Challenges
Another requirement is that the teacher must have been assigned to one or more IPEd-implementing schools located in communities facing socio-economic and geographical challenges for a total of at least four years.
The requirement emphasizes experience working in communities where delivering education may involve additional challenges related to location, accessibility, available resources, and community circumstances.
Teachers working in these settings often need to adapt their approaches to the specific realities of their learners and communities.
Nominees Must Not Have Received Previous Major Recognition
The criteria also state that the nominee must not have received any recognition or award related to IPEd, or any other award or recognition at the division, regional, national, or international level from any organization, including DepEd.
This requirement is intended to identify teachers whose long-term contributions may not have previously been recognized through formal awards.
It also makes the nomination an opportunity to bring attention to educators whose work has made a difference in IPEd implementation without having received major recognition.
Effective Delivery of Contextualized Learning Experiences
One of the important criteria is the teacher's demonstrated ability to deliver effective contextualized learning experiences.
Contextualization is especially important in Indigenous Peoples Education because learning experiences can be connected to the learners' community, culture, environment, traditions, knowledge systems, and lived experiences.
Instead of treating learners' cultural backgrounds as separate from education, contextualized teaching can help make lessons more relevant and meaningful.
For teachers implementing IPEd, this may involve adapting classroom activities, examples, teaching approaches, and learning materials to reflect the realities of the Indigenous community they serve.
Contribution to Contextualized Learning Resources
Nominees must also have been involved in the development of contextualized learning resources at the school and division levels.
This recognizes teachers who contribute beyond daily classroom instruction.
Developing learning resources that are appropriate to Indigenous learners can require collaboration, research, consultation, and careful consideration of community knowledge and cultural practices.
Teachers who have participated in creating, improving, or adapting these resources may demonstrate an important contribution to the continuing implementation of IPEd.
Participation as Resource Persons and Facilitators
Another criterion recognizes teachers who have served as resource persons and/or facilitators in IPEd workshops and training programs.
This experience may be at the school, division, regional, or national level.
Serving as a resource person or facilitator demonstrates participation in sharing knowledge and practices related to Indigenous Peoples Education with other educators and stakeholders.
It also helps strengthen the capacity of teachers and schools implementing IPEd.
Working With Indigenous Knowledge Holders and Community Culture Bearers
A particularly important part of the criteria involves collaboration with IP community culture bearers and/or Indigenous knowledge holders.
Nominees must have initiated activities involving these community members in support of IPEd.
The activities may include contextualizing lessons and learning resources, developing learning experiences based on Indigenous teaching and learning strategies, inviting community members to serve as resource persons or co-teachers, or helping plan IPEd activities and initiatives.
This criterion recognizes that Indigenous Peoples Education involves more than simply incorporating cultural references into classroom lessons.
Meaningful community participation can help ensure that Indigenous knowledge, practices, values, and perspectives are appropriately represented in the learning process.
Why the 2026 Recognition Matters
The 2026 recognition comes at an important point in the development of the IPEd Program.
With SY 2026–2027 marking the tenth year of school-level IPEd implementation, DepEd's recognition program provides an opportunity to highlight teachers who have contributed to this decade-long effort.
The initiative also emphasizes several qualities expected from teachers involved in IPEd: being inclusive, deeply respectful of cultures, advocates of equity in education, and innovative in promoting Indigenous Peoples Education.
For Indigenous learners and communities, culturally responsive education can play an important role in making schooling more relevant while recognizing the value of Indigenous knowledge and cultural identity.
Deadline for Regional Nominations: September 21, 2026
Regional Offices are requested to identify and nominate two qualified teachers by September 21, 2026.
Teachers and school personnel involved in IPEd implementation may therefore need to coordinate with their respective school heads, Schools Division Offices, and Regional Offices regarding the identification and nomination process.
DepEd also indicated that additional information and nomination forms will be released in a subsequent issuance.
Until those forms and further instructions are issued, concerned personnel should monitor official DepEd communications for updates on the documentary requirements and submission process.
Travel and Participation Expenses
According to the issuance, travel, board and lodging, and other incidental expenses related to participation in the activity will be charged against Central Office funds, subject to existing government accounting and auditing rules and regulations.
For inquiries or clarifications regarding the activity, DepEd identified Vel Christian Castillo, Technical Assistant, BLD-IPSEO, as the contact person.
Concerns may be sent through ipseo@deped.gov.ph or through the mobile and Viber number indicated in the issuance.
Final Reminder for IPEd Implementing Schools
The 2026 recognition provides an opportunity to acknowledge teachers who have spent years supporting Indigenous Peoples Education at the school and community levels.
For Regional Offices, the immediate task is to identify and nominate two teachers who satisfy all the stated criteria by September 21, 2026.
For teachers and schools, it is important to review the qualifications carefully and prepare supporting information that demonstrates the nominee's years of IPEd involvement, experience in challenging communities, contextualized teaching practices, learning-resource development, training participation, and collaboration with Indigenous community culture bearers and knowledge holders.
As the Department of Education marks a decade of school-level IPEd implementation, the recognition of exemplary teachers also highlights the important role educators play in building an education system that respects culture, supports equity, and responds to the unique learning contexts of Indigenous Peoples.
Important: The nomination forms and additional details are expected through a subsequent DepEd issuance. Teachers and schools should rely on official DepEd and Regional Office announcements for the final submission procedures and documentary requirements.
Source and Reference
Department of Education, Philippines — Nominations for the Recognition of Exemplary Teachers in Indigenous Peoples Education, dated September 10, 2026.